The Use of ICT Tools in Learning English Autonomously

Arcade Nduwimana, Clément Ndoricimpa

Abstract


Over the past 40 years, there has been an increasing interest in learner autonomy. The present study was undertaken to examine the extent to which Burundians living in two major cities of the country use ICT tools and resources to improve their English autonomously. In doing so, the study first investigated the situations in which they need to use English and their current level of English regarding the different aspects. Adopting a descriptive research design, the study used a convenience sample of 239 subjects who were invited to respond to a questionnaire survey and participate in a two-day training on how to use ICT to learn English autonomously. The collected data were analysed using SPSS version 22. The findings indicated that participants still not exploit to the fullest the benefits of ICT to learn English autonomously. Indeed, 84.9% of the participants do not know what a podcast is and 66.1% of them report that they have no language learning applications on their smartphones. Besides, more than 60% of the participants have not yet tried to learn English using internet.  Yet, they feel the need to use English in different situations reflecting a vast range of domains such as Medicine, Law, Economy, etc. Findings also showed that the majority of the participants have a weak or very weak level regarding the different language aspects. Given these findings, it can be concluded that there is a need to raise awareness of Burundians to use ICT tools to learn English by themselves.

Keywords


Learner Autonomy; Teachnology in Learning; ICT; English Instruction;

Full Text:

FULL PDF

References


Al-Jarf, R. (2022). YouTube videos as a resource for self-regulated pronunciation practice in EFL distance learning environments. Journal of English Language Teaching and Applied Linguistics, 4(2), 44-52. https://orcid.org/0000-0002-6255-1305

Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. https://doi.org/10125/44660

Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: Insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708–731. https://doi.org/10.1080/09588221.2019.1588744

Asoodar, M., Marandi, S. S., Vaezi, S., & Desmet, P. (2016). Podcasting in a Virtual English for Academic Purposes Course: Learner Motivation. Interactive Learning Environments, 24(4), 875–896. https://doi.org/10.1080/10494820.2014.937344

Aqsha, M. A. I. M. U. N., & Pei, C. H. U. A. (2009). Language learning via ICT: Uses, challenges and issues. Wseas transactions on information Science and applications, 6(9), 1453-1467.

Bakla, A., & Mehdiyev, E. (2022). A Qualitative Study of Teacher-Created Interactive Videos Versus Youtube Videos in Flipped Learning. E-Learning and Digital Media, 19(5), 495–514. https://doi.org/10.1177/20427530221107789

Bailly,S.(2010). Supporting Autonomy Development in Online Learning Environments: What Knowledge and Skills do Teachers Need? In M. Villanueva, N. Ruizet J. Luzon (Eds). Genres Theories and New Literacies: Application to Autonomous Language Learning (pp. 81-100), Cambridge: Cambridge Scholars Publishing.

Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. https://doi.org/10.1017/S0261444806003958

Candarli, D. (2023). YouTube for Incidental Vocabulary Learning. In Vocabulary Learning in the Wild (pp. 221-240). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-99-1490-6_8

Chien, C. C., Huang, Y., & Huang, P. (2020). YouTube Videos on EFL College Students' Listening Comprehension. English Language Teaching, 13(6), 96-103. https://doi.org/10.5539/elt.v13n6p96

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). London: Sage Publications.

Cross, J. (2014). Promoting autonomous listening to podcasts: A case study. Language Teaching Research, 18(1), 8-32. https://doi.org/10.1177/1362168813505394

Das, K. (2019). The role and impact of ICT in improving the quality of education: An overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6), 97-103. https://dx.doi.org/10.2139/ssrn.3585228

De Los Ríos, C. V. (2022). Translingual Youth Podcasts as Acoustic Allies: Writing and Negotiating Identities at the Intersection of Literacies, Language and Racialization. Journal of Language, Identity & Education, 21(6), 378–392. https://doi.org/10.1080/15348458.2020.1795865

De Vaus, D. (2001). Research design in social research. Great Britan: SAGE.

Dizon, G. (2022). YouTube for Second Language Learning: What Does the Research Tell Us?. Australian Journal of Applied Linguistics, 5(1), 19-26. http://dx.doi.org/10.29140/ajal.v5n1.636

Ghasemi, B., & Hashemi, M. (2011). ICT: New wave in English language learning/teaching. Procedia-social and behavioral sciences, 15, 3098-3102. https://doi.org/10.1016/j.sbspro.2011.04.252

Gómez, J. I. A., & Vicente, C. P. (2011). Communicative competences and the use of ICT for foreign language learning within the european student exchange programme erasmus. European Educational Research Journal, 10(1), 83–101. https://doi.org/10.2304/eerj.2011.10.1.83

Hendrayasa, I. P. B. P. (2021). Youtube for teaching listening in English language: The benefits in experts' views. Jurnal Ilmiah Pendidikan Profesi Guru, 4(3), 422-428. https://doi.org/10.23887/jippg.v4i3.35470

Ho, D. (2007). Research, innovation and knowledge management: The ICT factor. Submitted to UNESCO.

Hidayatullah, H., & Haerazi, H. (2022). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games. Journal of Language and Literature Studies, 1(2), 93–102. https://doi.org/10.36312/jolls.v1i2.614

Hyland, F. (2004). Learning autonomously: Contextualising out-of-class English language learning. Language awareness, 13(3), 180-202. https://doi.org/10.1080/09658410408667094

Inayati, N. (2016, September). Integrating English independent study in pronunciation course. In PROCEEDINGS The 63rd TEFLIN International Conference 2016 Creativity and Innovation in Language Materials Development and Language Teaching Methodology in Asia and Beyond.

Isamiddinovna, S. F. (2019, November). Mobile applications as a modern means of learning English. In 2019 International Conference on Information Science and Communications Technologies (ICISCT) (pp. 1-5). IEEE. http://dx.doi.org/10.1109/ICISCT47635.2019.9011897

Istanto, J. W. (2011). Pelangi Bahasa Indonesia podcast: What, why and how? Electronic Journal of Foreign Language Teaching, 8(1), 371–384

Lengkanawati, N. S. (2016). Teachers’ beliefs about learner autonomy and its implementation in Indonesian EFL settings. In R. Bernard & J. Li. (Eds). Language learner autonomy: Teachers’ beliefs and practices in Asian contexts (134-149). IDP Education (Cambodia) Ltd: Cambondia.

Lennon, P. (2012). Learner Autonomy in the English Classroom: Empirical Studies and Ideas for Teachers. Internationaler Verlag der Wissenschaften: Germany.

Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.

Lin, P. (2022). Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos. ReCALL, 34(2), 185–200. https://doi.org/10.1017/S0958344021000252

Liu, X., Liu, Y., & Tu, J. F. (2020). Multimedia technology and learner autonomy: An experimental study for asymmetric effects. Symmetry, 12(3), 462. http://dx.doi.org/10.3390/sym12030462

McNamara, S. W. T., Wilson, K. R., & Petersen, A. (2020). Content Acquisition Podcasts’ Impact on Preservice Teachers’ Understanding of Language and Disability. British Journal of Educational Technology, 51(6), 2513–2528. https://doi.org/10.1111/bjet.12927

Naidionova, A. V., & Ponomarenko, O. G. (2018). Use of podcasting technology to develop students’ listening skills. Інформаційні технології і засоби навчання, (63,№ 1), 177-185. https://doi.org/10.33407/itlt.v63i1.1962

Qomariyah, S. S. A., Permana, D., & Hidayatullah, H. (2021). The Effect of YouTube Video on Students’ Listening Comprehension Performance. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1), 67-73. https://doi.org/10.33394/jo-elt.v8i1.3837

Richards, J. C. (2014, July 3). Learner autonomy. Retrieve June, 2023 from https://www.professorjackrichards.com/autonomous-learner/

Saputra Y., & Fatimah, A. S. (2018). The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning. Indonesian JELT: Indonesian Journal of English Language Teaching, 13(1), 73-84. https://doi.org/10.25170/ijelt.v13i1.1451

Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12.

Sotlikova, R., & Haerazi, H. (2023). Students’ Perceptions Towards the Use of Podcasts in EFL Classroom: A Case Study at a University of Uzbekistan. Journal of Languages and Language Teaching, 11(3), 461-474. https://doi.org/10.33394/jollt.v11i3.8172

Stanley, G. (2006). Podcasting: Audio on the Internet comes of age. TESL-EJ, 9(4), 1-7.

Sze, P. M. M. (2006). Developing students' listening and speaking skills through ELT podcasts. Education Journal-Hong Kong-Chinese University of Hong Kong-, 34(2), 115.

Tahmina, T. (2023). Students’ Perception of the Use of Youtube in English Language Learning. Journal of Languages and Language Teaching, 11(1), 151-159. http://dx.doi.org/10.33394/jollt.v11i1.6883

Tri, D. H., & Nguyen, N. H. T. (2014). An exploratory study of ICT use in English language learning among EFL university students. Teaching English with Technology, 14(4), 32-46.

Wahyuni, A., & Utami A. R. (2021). The Use of Youtube Video in Encouraging Speaking Skill. Pustakailmu. Id, 7(3), 1-9.

Yaacob, A., Amir, A.S.A.A., Asraf, R.M., Yaakob, M.F.M., & Zain, F.M. (2021). Impact of Youtube and video podcast on listening comprehension among young learners. International Journal of Interactive Mobile Technologies (iJIM), 15(20), 4–19. https://doi.org/10.3991/ijim.v15i20.23701

Yaman, I. (2016). The potential benefits of podcasts for language learning. Journal of educational and instructional studies in the world, 6(1), 60-66.

Yang, P. (2020). The cognitive and psychological effects of YouTube video captions and subtitles on higher-level German language learners. Technology and the psychology of second language learners and users, 83-112.

http://dx.doi.org/10.1007/978-3-030-34212-8_4

York, J. (2011). Reasons for using YouTube in the language classroom including practical usage examples. The JALT Call Journal, 7(2), 207-215.

http://dx.doi.org/10.1007/978-3-030-34212-8_4




DOI: https://doi.org/10.33394/jollt.v11i4.8608

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Arcade NDUWIMANA, Clément Ndoricimpa

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.